The Case of Martha Deane: Sexuality and Power at Cold War UCLA     

Kathleen Weiler 《History of education quarterly》2007,47(4):470-496

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The Engagement of New Library Professionals in Leadership     

Kathleen DeLong   《The Journal of Academic Librarianship》2009,35(5):445-456

Using data collected via a Web survey instrument, this study examines the leadership engagement of new professionals in Canadian libraries and explores their interest in and willingness to take up leadership roles as well as the barriers and opportunities to leadership that they perceive to exist within the workplace.  相似文献   

The role of service-learning in transforming teacher candidates' teaching of reading     

Kathleen B. Wasserman   《Teaching and Teacher Education》2009,25(8):1043-1050

Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive, closely supervised manner. This lack of practice results in failure to develop strong feelings of self-efficacy during university courses. Because literacy courses fail to help preservice teachers think differently about literacy development, beginning teachers continue to perpetuate decades old methods of teaching young children how to read and write. These ‘business as usual’ pedagogies are especially dangerous for at risk learners.This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception. Course One incorporated a service-learning component as an integral part of the instructional process. During Course Two, the teacher candidates taught sample lessons to their classmates. It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).Results document that incorporating service-learning into a well developed literacy course dramatically increased the self-efficacy of the participants by the conclusion of the course. This, in turn, led to increased implementation of course content during the remainder of their student teaching experience.  相似文献   

Launching Interdisciplinary Programs as College Signature Areas: An Example     

Tammy Stone  Kathleen Bollard  Jonathan M. Harbor 《Innovative Higher Education》2009,34(5):321-329

Increasingly administrators are concerned with inspiring and supporting faculty members in the creation of interdisciplinary programs in response to research and funding shifts and public need. This article presents an initative undertaken at the University of Colorado Denver, demonstrating a method for identifying and launching a set of signature interdisciplinary programs for a diverse college environment that overcomes hesitancy and hindrances at the individual, departmental, and institutional levels.  相似文献   

Empowering Fathers of Disadvantaged Preschoolers to Take a More Active Role in Preparing Their Children for Literacy Success at School     

Dona C. Bauman  Kathleen B. Wasserman 《Early Childhood Education Journal》2010,37(5):363-370

The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities with their children; and participants developed confidence in their roles as agents for change in their children’s lives.  相似文献   

Four research findings that will change what we think about perinatal depression     

Kendall-Tackett K 《The Journal of perinatal education》2010,19(4):7-9

Research by health psychologists is changing what we know about perinatal depression. In this guest editorial, the author examines depression in pregnant and breastfeeding women in light of this recent research and describes four major findings that are influencing how we think about depression in new mothers: inflammation has an etiologic role in depression, a relationship exists between sleep disturbances and depression, breastfeeding protects maternal mental health, and all effective treatments for depression are anti-inflammatory interventions.  相似文献   

Chemistry Is in the News: assessing intra‐group peer review     

Kathleen M. Carson 《Assessment & Evaluation in Higher Education》2010,35(4):381-402

Interdisciplinarity is rapidly becoming a norm within both the professional and academic worlds, and the ability to collaborate is becoming an essential skill for all graduates. Chemistry Is in the News (CIITN) is a curriculum that aims to teach students this skill by engaging student collaborative groups in a project that ties real world events and topics to the content taught in the classroom. While the collaborative activity has been successful in many ways, the challenge of maintaining individual accountability within the collaborative activity has persisted. The need to balance the tension between promoting collaboration and maintaining individual performance standards drove the development of an intra‐group peer review system. In developing this peer review system, four goals guide the design: the desire to promote collaboration, to produce a differentiated score among group members reflecting the contribution each person made, to improve student perception of fairness and accuracy in the assessment process of CIITN and to avoid artificially inflating students’ grades. The system was assessed in the winter semester of 2004 in a large lecture course at a major Midwestern university via student questionnaires and the CIITN scores. Evidence is provided to suggest that the intra‐group peer review system has met its core goals.  相似文献   

What’s it all about? Making sense of Australian university learning and teaching plans     

Kathleen Gray  Alex Radloff 《高等教育研究与发展》2010,29(3):291-305

Universities put considerable resources into developing learning and teaching plans. In this paper, we examine the purpose of these plans in the context of legislative requirements, public accountability and the quality agenda. We analyse a sample of Australian university learning and teaching plans using a framework we have developed based on theory and research on strategic planning and core themes in learning and teaching. Analysis reveals considerable variation in plans’ form and format, planning characteristics and learning and teaching themes addressed and omissions of key characteristics and themes. We consider the ability of such plans to meet the needs of internal and external readers, we discuss implications for their capacity to direct and motivate changes aimed at improving learning and teaching and we challenge the higher education sector to determine more clearly the role of learning and teaching plans.  相似文献   

Facial feature tracking: a psychophysiological measure to assess exercise intensity?     

Kathleen H. Miles  Bradley Clark  Julien D. Périard  Roland Goecke  Kevin G. Thompson 《Journal of sports sciences》2018,36(8):934-941

The primary aim of this study was to determine whether facial feature tracking reliably measures changes in facial movement across varying exercise intensities. Fifteen cyclists completed three, incremental intensity, cycling trials to exhaustion while their faces were recorded with video cameras. Facial feature tracking was found to be a moderately reliable measure of facial movement during incremental intensity cycling (intra-class correlation coefficient = 0.65–0.68). Facial movement (whole face (WF), upper face (UF), lower face (LF) and head movement (HM)) increased with exercise intensity, from lactate threshold one (LT1) until attainment of maximal aerobic power (MAP) (WF 3464 ± 3364mm, P < 0.005; UF 1961 ± 1779mm, P = 0.002; LF 1608 ± 1404mm, P = 0.002; HM 849 ± 642mm, P < 0.001). UF movement was greater than LF movement at all exercise intensities (UF minus LF at: LT1, 1048 ± 383mm; LT2, 1208 ± 611mm; MAP, 1401 ± 712mm; P < 0.001). Significant medium to large non-linear relationships were found between facial movement and power output (r² = 0.24–0.31), HR (r² = 0.26–0.33), [La^?] (r² = 0.33–0.44) and RPE (r² = 0.38–0.45). The findings demonstrate the potential utility of facial feature tracking as a non-invasive, psychophysiological measure to potentially assess exercise intensity.  相似文献   

The relationship between evaluative concerns and sport competition state anxiety among youth skiers     

Steven R. Bray  Kathleen A. Martin  W. Neil Widmeyer 《Journal of sports sciences》2013,31(5):353-361

Thirty-four youth competitive skiers (mean age = 13.74 years) completed measures of social evaluative concern and competitive anxiety. Consistent with past research, regression analyses showed that cognitive anxiety was related to performance-specific evaluative concerns. However, contrary to current conceptualizations of sport competition anxiety, somatic anxiety was correlated with concerns about evaluation of other non-performance aspects of ski racing. Competitive skiers were most concerned about parents' and friends' evaluations of their performance, and other competitors' and friends' evaluations of their skiing in general. These findings are discussed in relation to the theory and management of sport competition state anxiety.  相似文献